Increasing diagnoses of autism have led to pressure to improve the quality of educational services for children with autism by incorporating evidence-based practices (EBPs) into school programs. However, this process has been difficult, and both autism researchers and educators report frustration concerning the gap between research and practice. The objective of this study was to determine the effectiveness of classroom pivotal response teaching (CPRT) for students ages 3-8. Goals included determining if teachers could learn and utilize CPRT in the classroom with fidelity and evaluating whether teachers' implementation of CPRT resulted in student improvement on targeted Individualized Education Plan (IEP) goals and standardized communication measures. This study was conducted in special education classrooms in Southern California serving children with an educational classification of autism ages 3-8 years. Study participants included 20 teachers in San Diego County currently teaching children with autism ages 3-8. A total of 19 teachers (95%) mastered all eight components of CPRT and implemented the intervention with fidelity after receiving training. Tables and figures are appended.